PEDAGOGICAL CONDITIONS OF FORMATION OF THE SKILLS OF READING PUPILS OF TEENAGERS

2019 ◽  
Vol 19 (3) ◽  
pp. 56-61
Author(s):  
Zhypargul Aydarova ◽  
Keyword(s):  
Learning Process ◽  
Reading Skills ◽  
Training And Education ◽  
Adolescent Students ◽  
Methods And Techniques ◽  
Different Types ◽  
Student Information

The article offers an analysis of pedagogical conditions that contribute to the formation of reading skills of adolescent students. Pedagogical conditions consider goals, objectives, content, methods and types of organization of the process of training and education. Therefore, the concept of “pedagogical condition” can be understood as the choice of content, methods and techniques of teaching, their planning and implementation. The article reveals the content of the proposed three pedagogical conditions: 1) Accounting for different types of perception of student information in the learning process. 2) The use of different forms of reading. 3) Implementation of the methodological concept “Before reading - while reading - after reading”.

scholarly journals Pembelajaran Integratif: Menyimak Puisi dan Menulis Cerita Pendek

2021 ◽  
Vol 2 (2) ◽  
pp. 67-79
Author(s):  
Dewi Syafrina
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
Learning Process ◽  
Reading Skills ◽  
Language Skills ◽  
Discussion Section ◽  
Student Activities ◽  
Different Types ◽  
The Relationship

Language skills are commonly integrated in Indonesian language learning. In this integration, student activities involving listening and reading skills will lead to speaking and writing activities. However, in the learning process, the integration is always related to the same type of text. In fact, teachers can combine different types in learning Indonesian. Therefore, the aim of this article is to explain the integration of listening poetry and writing short stories. The integration will be explained in the discussion section in which the relationship between listening poetry and writing short stories and the implementation in Indonesian language learning are discussed. This article is expected to be used as a reference in Indonesian language learning so that there is an involvement of various texts in writing short stories.

scholarly journals MONITORING DAN EVALUASI PROSES PERKULIAHAN DI PROGRA STUDI PENDIDIKAN BIOLOGI FKIP UNIVERSITAS MATARAM PADA SEMESTER GENAP TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
I Gde Mertha ◽  
Agil Al Idrus ◽  
M. Liwa Ilhamdi ◽  
I Putu Artayasa ◽  
I Wayan Merta
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Education Faculty ◽  
Training And Education ◽  
Teaching Process ◽  
Qualitative And Quantitative

Abstrak: Tujuan yang ingin dicapai dari penelitian ini adalah melakukan kegiatan monitoring dan evaluasi terhadap proses perkuliahan di Program Studi Pendidikan Biologi FKIP Unram sebagai usaha untuk meningkatkan mutu perkulihan di Prodi tersebut. Metode penelitian yang digunakan adalah deskriptip, dengan populasi seluruh dosen Program Studi Pendidikan  Biologi FKIP Unram yang mengajar pada  semester genap tahun 2013/2014 yang bejumlah 29 orang. Sampel  dalam  penelitian ini adalah  sampel populasi. Data diperoleh dengan menggunakan instrumen angket diberikan kepada dosen untuk melihat kesiapan mengajar serta keterlaksanaan perkuliahan dan kepada mahasiswa untuk mengungkapkan tentang pelaksanaan proses perkuliahan. Data dianalisis secara kualitatif dan kuantitatif, selanjutnya dideskripsikan. Kesimpulan dalam penelitian ini bahwa respon mahasiswa terhadap proses perkuliahan menunjukkan kualitas ketercapaian berkategori baik dan sangat baik 65,57%, cukup baik/sedang 27,05%, dan kurang 6,29%.Kata kunci: monitoring dan evaluasi, mutu perkuliahan, respon Abstract: The aim of this research are monitoring and evaluating the lecturing process in biologys department in teacher training and education faculty as the efforts to increase its quality. Methods used in this research is descriptive, with population of all lecturers in biologys department in faculty of teacher training and education of mataram University that teach in year of 2013/2014 in total of 29 lecturers. Samples of this research are getting by using questionnaire given to all 29 lecturers to see how ready are them to teach and lecturing implementation, as well to students to express how the learning process run. Data were analysed by qualitative and quantitative ways, then fully described. The results of this research revealed that the students responds toward teaching process are in good category and very good category 65,57%, good enough 27,05%, and poor 6,29%.Keywords: monitoring and evaluating,  lecturing quality, responds

scholarly journals THE USE OF COMMUNICATIVE APPROACH IN TEACHING READING DESCRIPTIVE TEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 127
Author(s):  
Anna Robiana
Keyword(s):  
Performance Assessment ◽  
Experimental Research ◽  
Learning Process ◽  
Random Sampling ◽  
Reading Skills ◽  
Teaching Reading ◽  
Sources Of Information ◽  
Communicative Approach ◽  
Academic Year ◽  
Different Sources

Reading is central to learning process, by reading people can gain important information in this millennial era. Study reading aims to develop the reading skills that you need to find information quickly, to identify what is important in a text, to compare different sources of information and to read critically. The aim of this experimental research is to investigate the effect of communicative approach on reading competencies of 10th grade students of SMK SEHATI in the academic year of 2018/2019. It is about 60 pupilss were assigned as sample through random sampling. Data of student’s reading competencies were collected by using multiple choice of descriptive text test. The result shows there is significant effect at student’s reading comprehension. Keywords:  Communicative Approach, Performance Assessment, Reading Competency  

scholarly journals PEMBELAJARAN EMBRIOGENESIS MEMPERKUAT PENDIDIKAN KARAKTER DIRI SISWA SMP/MTs MASA PUBERTAS

2020 ◽  
Vol 3 (2) ◽  
pp. 22-31
Author(s):  
Yuswa Istikomayanti ◽  
Anis Trianawati
Keyword(s):  
Learning Process ◽  
Research Team ◽  
Phenomenological Approach ◽  
Science And Religion ◽  
Teacher Interviews ◽  
Student Data ◽  
Adolescent Students ◽  
Field Notes ◽  
Teacher Responses ◽  
Scientific Facts

This study aims to provide learning to puberty students from the results of validated learning designs. Through embryogenesis material that takes precedence with knowledge and is strengthened by a religious approach that further strengthens the character of puberty students to manifest themselves. This study uses a phenomenological approach through learning observations and student and teacher interviews to describe how the learning process occurs. Student data responses in learning and teacher responses obtained through interviews and observer field notes were then analyzed with the research team to be presented. Through the science and religion approach students become more open and aware of their life origins, respect themselves and their families. The teacher also stated that his hesitation in delivering this material was resolved by this method. Through the approach of religion and scientific facts for the age of puberty students, learning becomes more contextual and strengthen the character of adolescent students.

scholarly journals في ترقية مهارة القراءة لطلاّب الصفِ السابع بِالمدرسةِ المتوسطة الحكومية العاشرة سليمان (Index Card Match) فعالية استخدام الاستراتيجيّةِ مطابقة بطاقة الرقمَ القياسى

2019 ◽  
Vol 4 (1) ◽  
pp. 68-81
Author(s):  
Rihanatul Fauziah ◽  
Nurhadi Nurhadi
Keyword(s):  
Middle School ◽  
Learning Process ◽  
Reading Skills ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Index Card ◽  
Mean Values ◽  
Motivation For Learning ◽  
Experimental Group ◽  
Reading Texts

This research is motivated by the low reading comprehension of Arabic which is possessed by students of Middle School 10 Sleman in understanding reading texts because of the absence of a linguistic environment and active, so it caused a lack of interest and motivation for learning in the learning process. This study aims to improve reading skills in Arabic for 7th grade students of  Middle School 10 Sleman especially in understanding reading texts by using the Index Card Match strategy in learning reading skills. With this research, it is expected to be able to help teachers in the learning process of reading Arabic skills and improve students' ability to read. In its implementation, this study used a quasi-quantitative approach with the Experimental method. To find out the extent of the effectiveness of the Index Card Match strategy in learning Arabic reading skills, the formula used is the t-test. This study resulted in differences in statistical calculations in mean values ​​in the experimental group and the control group. For the experimental group reached an average of 81.28 and the control group 76.88. The value of "t" counts 2.335 and "t" table 2.042 so that "t" counts greater than "t" table, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected and there are significant differences. From the results above the researchers concluded that the use of the Index Card Match strategy in learning Arabic reading skills was effective so that it could improve reading skills in 7th grade students of Middle School 10 Sleman.

scholarly journals Self-Assessment of English Reading Skills in Grade 6

2021 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Santa Aleksejeva ◽  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Reading Skills ◽  
Language Education ◽  
Assessment Tools ◽  
World Knowledge ◽  
European Language ◽  
Self Assessment ◽  
English Reading ◽  
Assessment Activities

One of topicalities in the field of education in the 21st century is a necessity to share responsibility. Namely, students should learn to be more responsible for how and what they learn, whereas teachers should learn to share the ownership of the learning process with students, letting them be more involved in it as decision-makers. One way how teachers can encourage students become more conscious of the learning process is to engage them in self-assessment of their learning and learning outcomes. One of self-assessment tools in language education is the European Language Portfolio (the ELP). Apart from different ELPs for adults, there is a portfolio for students in Latvia: My Language Portfolio – The European Language Portfolio for young learners (age 7–12) in the paperback and digital versions. In the present study, the researchers explore how self-assessment can be incorporated in the English language lessons by offering self-assessment activities and the ELP to Grade 6 students to work on their reading skills. Reading skills make the basis for every person’s literacy as reading does not only concern reading itself, it is also about being able to master general knowledge of any other school subject and the world knowledge in general. Thus, the aim of the research is to find out how self-assessment can be used to improve reading skills in English in Grade 6. A case study was carried out for one month in one primary school in Riga, the research sample being two separate groups of Grade 6 students, in total – 26. The researchers analysed and interpreted data collected from assessment and self-assessment of reading activities, questionnaires filled out by students. The main findings of the research show that self-assessment can successfully be incorporated in lessons of English of Grade 6 students as it increases students’ motivation to learn and their reading skills improve. That could be based on the fact that self-assessment allows students to take more ownership of their learning process and learning outcomes, that way making students become more responsible. However, overall progress is not immense and for students who are more competent in English, improvement of their reading skills can barely be traced. It has to be highlighted that students, whose confidence in their English reading skills is lower, benefit from self-assessment more. It could be explained by students’ conscious work on particular problems with reading in English they discover while completing self-assessment activities.

scholarly journals Kahoot!: Bring the Fun Into the Classroom!

2018 ◽  
Vol 2 (2) ◽  
pp. 127 ◽  
Author(s):  
Grace Nathania Clara Sabandar ◽  
Noldy Richard Supit ◽  
Effendy Suryana
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Multiple Choice ◽  
Digital Games ◽  
Goal Achievement ◽  
The Internet ◽  
Multiple Choice Questions ◽  
Game Based Learning ◽  
Methods And Techniques ◽  
Interactive Workshop

During the height of 21<sup>st</sup> Century Learning, educators across the globe are demanded to find ways, methods and techniques to engage modern learners in the learning process. Nowadays, with the simplicity provided by the Internet, it is not as difficult and painful to help with the process. One of the fun ways to educate learners is with games, digital games. Games are usually intended to increase learners’ desire for competition, goal achievement and genuine self-expression, all in the while games are also great to promote interactivity, have a set of rules with a quantifiable result, can be colorful, as well as appealing and extremely realistic. This paper is based on an interactive workshop which was focused in exploring the app, Kahoot!, that claims to provide educators with a chance to create a game-based assessment in different forms, such as multiple-choice questions, jumbled vocabulary, jumbled sentences. Healthy competition and rewarding good ideas provided by Kahoot! app also said to be motivational both to educators and for modern learners. It is expected that through this workshop participants are comfortable and able to incorporate Kahoot! into a variety of learning environments and will have the opportunity to design game-based learning events that can be used in the classroom. Finally, the workshop provided an opportunity for participants to discuss strengths, weaknesses, benefits and challenges in using Kahoot!.

scholarly journals Reading Strategies Used in Reading Academic Texts by Students of High and Intermediate Reading Proficiency Levels

K ta Kita ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 82-87
Author(s):  
Johan Setiawan ◽  
Nani Indrajani Tjitrakusuma
Keyword(s):  
Learning Process ◽  
Reading Strategies ◽  
Reading Skills ◽  
Reading Proficiency ◽  
Text Structure ◽  
English Department ◽  
Elaborative Interrogation ◽  
Proficiency Levels ◽  
Academic Texts ◽  
Proficiency Level

In this study, the reading strategies used by students of high and intermediate reading proficiency levels were qualitatively examined. Reading strategies are important factors that affect someone's reading proficiency. In the development of education, reading strategies are continuously carried out to facilitate the learning process and sharpen students' reading skills. The purpose of this study is to discover the reading strategies used by the English Department students with high and intermediate reading proficiency levels in reading academic texts. This study uses reading strategies theory by Grabe (2009) combined with the interview questions by Mokhtari and Reichard (2002) to examine the reading strategies of ten participants consisting of five people with high reading proficiency level and five other people with intermediate reading proficiency level. This study showed that students of high reading proficiency levels tend to use more reading strategies than students with intermediate reading proficiency level. The biggest difference is in the use of text-structure awareness and inferencing strategies. It indicates that the mastery of text structure is directly related to reading effectiveness. Without text structure awareness, other reading strategies such as summarizing, inferencing, and elaborative interrogation will be seriously disrupted. Keywords:  Reading Strategies, Academic Text, High Reading Proficiency Level, Intermediate Reading Proficiency Level

scholarly journals O lúdico como contribuição para a aprendizagem

2016 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Givoneide Barbosa de Sousa ◽  
José Ozildo dos Santos
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Theoretical Study ◽  
Educational Environment ◽  
Different Types ◽  
The Subject

<p>Este artigo aborda como o lúdico, por meio da formação do educador, interfere no processo de aprendizagem. Trata-se de um estudo teórico a respeito das estratégias voltadas para o conceito histórico de criança, concepção sobre o cuidar, fundamentos sobre as instituições escolares. Nele também aborda-se as atividades, nas quais são observados conteúdos que envolvessem as brincadeiras lúdicas e que possibilitam as crianças aprendem com mais facilidade brincando. Demonstrou-se que a ludicidade ajuda no aprimoramento da educação, pode ser crítica e criativa. De acordo com a demanda e realidade da sala de aula, cabe ao educador desenvolve possibilidades que permitam aos educandos possam experimentar situações que interfiram de forma positiva no ensino, tornando-o produtivo. A utilização de jogos e brincadeiras no meio educacional propicia as crianças o aprimoramento de diversos conhecimentos de forma lúdica. Aos educadores, estes além de estarem motivados também com o lúdico, é preciso um conhecimento mais elaborado acerca do tema, para poder intervir nas brincadeiras das crianças. Contudo, faz-se necessário auxiliar a criança, de maneira sutil, para que brinque com diversos tipos de brinquedos.</p><p align="center"><strong><em>The playful</em></strong><strong><em> </em></strong><strong><em>as a contribution to</em></strong><strong><em> </em></strong><strong><em>learning</em></strong><strong><em></em></strong></p><p><strong>Abstract: </strong>This article discusses how the playful, through teacher education, interferes with the learning process. This is a theoretical study on the strategies for the historical concept of child conception of care, fundamentals of the schools. It also covers up the activities in which contents are observed involving the playful banter and enable children learn more easily playing. It was demonstrated that playfulness helps in the improvement of education, can be critical and creative. According to the demand and reality of the classroom, it is the educator develops possibilities that allow students to experience situations that interfere positively in the school, making it productive. The use of games and activities in the educational environment providing children the improvement of diverse knowledge in a playful manner. Educators, these besides being also motivated by the playful, we need a more elaborate knowledge on the subject, to be able to intervene in the games of children. However, it is necessary to help the child, subtly, to play with different types of toys.</p>

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